Resumo

MORA, Vilma Abarca et al. Socio-affective strategies and the improvement of self-esteem in education. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.33, pp.745-754.  Epub 02-Abr-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i33.758.

In education in recent years, socioaffective strategies and self-esteem have been a main focus for institutions and states, due to the level of importance in both personal and academic development of students, even more so in vulnerable areas. The objective of the article was to determine the relationship between socioaffective strategies and students' self-esteem. The study was developed in a quantitative approach, a non-experimental design, cross-sectional type, having a census population of 226 students. In the results, only 61.5% of the students consider that the socio-affective strategies are at a high level; likewise, 65.9% of the students consider that self-esteem is at a high level. As part of the conclusion, there is a significant relationship in the socioemotional strategy and the self-esteem developed by the student, represented by an Rho of 0.353**.

Palavras-chave : Socioemotional strategies; Self-esteem; Personality.

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